School Plan for Student Achievement (SPSA) …...Grade 5 10 13.64 15.15 53 53.03 59.09 37 33.33...

School Plan for Student Achievement (SPSA) of 62 Peter J. Shields Elementary School

School Year: 2018-19 SPSA Title Page

School Plan for Student Achievement (SPSA) Template The School Plan for Student Achievement (SPSA) is meant to consolidate all school-level planning efforts into one plan for programs funded through the consolidated application (ConApp), pursuant to the California Education Code (EC) Section 64001 and the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act (ESSA).

The purpose of the SPSA is to increase the overall effectiveness of the school program by crafting a strategic plan that maximizes the resources available to the school while minimizing duplication of effort with the ultimate goal of increasing student achievement.

The School Site Council (SSC) is required to develop and annually review the SPSA, establish an annual budget, and make modifications in the plan to reflect changing needs and priorities, as applicable, pursuant to EC 52853(b) and 52855.

California’s ESSA State Plan significantly shifts the state’s approach to the utilization of federal resources in support of underserved student groups. The SPSA provides schools with the opportunity to document their approach to maximizing the impact of federal investments in support of underserved students.

The implementation of ESSA in California presents an opportunity for schools to innovate with their federally-funded programs and align them with the priority goals of the school and the LEA that are being realized under the state’s Local Control Funding Formula (LCFF).

LCFF provides schools and LEAs flexibility to design programs and provide services that meet the needs of students in order to achieve readiness for college, career, and lifelong learning. The SPSA planning process supports continuous cycles of action, reflection, and improvement.

School Name Peter J. Shields Elementary School

Address 10434 Georgetown Drive Rancho Cordova, CA 95670

County-District-School (CDS) Code 34673306033211

Principal Ted Bosque

District Name Folsom Cordova Unified School District

SPSA Revision Date September 19, 2018

Schoolsite Council (SSC) Approval Date September 24, 2018

Local Board Approval Date November 1, 2018

In the pages that follow, please describe the school’s plan for making the best use of federal ESEA resources in alignment with other federal, state, and local programs.


Table of Contents SPSA Title Page ...............................................................................................................................................1

Table of Contents ..............................................................................................................................................2

School Vision and Mission ................................................................................................................................3

School & Community Profile .............................................................................................................................3

Stakeholder Engagement .................................................................................................................................3

School and Student Performance Data ............................................................................................................4

Student Enrollment ....................................................................................................................................4

CAASPP Results .......................................................................................................................................7

CELDT Results .......................................................................................................................................11

Equity Report ..........................................................................................................................................15

Status and Change Report ......................................................................................................................16

Detailed Report .......................................................................................................................................23

Student Group Report .............................................................................................................................25

Goals, Strategies, & Proposed Expenditures ..................................................................................................27

Goal 1 ......................................................................................................................................................27

Goal 2 ......................................................................................................................................................31

Goal 3 ......................................................................................................................................................35

Goal 4 ......................................................................................................................................................38

Annual Review and Update ............................................................................................................................42

Goal 1 ......................................................................................................................................................42

Goal 2 ......................................................................................................................................................46

Goal 3 ......................................................................................................................................................49

Goal 4 ......................................................................................................................................................52

Budget Summary and Consolidation ..............................................................................................................55

Budget Summary ....................................................................................................................................55

Allocations by Funding Source ................................................................................................................55

Expenditures by Funding Source ............................................................................................................56

Expenditures by Budget Reference ........................................................................................................57

Expenditures by Budget Reference and Funding Source .......................................................................58

Expenditures by Goal ..............................................................................................................................59

School Site Council Membership ....................................................................................................................60

English Learner Advisory Committee (ELAC) .................................................................................................61

Recommendations and Assurances ...............................................................................................................62


School Vision and Mission Peter J. Shields Elementary School will create students who are inspired, compassionate, and creative individuals who are empowered to excel beyond their own expectations. Staff, students, and parents will collaborate to provide a safe, healthy learning environment where students have the confidence to take academic and social risks. The high expectations we have for our students will prepare them for their educational future. As positive role models, it is our mission to develop proficient learners that have the skills they need to navigate through a complex world.

School & Community Profile Peter J. Shields is located in a neighborhood of long-time residents and younger families moving into affordable homes. The school has been in existence since the early 1960's and has been the proud institution to house several generations of families. Our population draws from both apartment complexes and single family homes. Our ethnic make up enjoys diversity with a variety of languages including Spanish, Armenian, Russian and Ukrainian in addition to English. Because of our diversity, Peter J. Shields Elementary qualifies for two bilingual instructional aides who assist us with language and content acquisition for our English Learner students. We are a school that qualifies for Title I funding based on the level of poverty that exists in our student population. Title I funds afford us the ability to hire a reading specialist, provide supplementary classroom materials, purchase release time for teachers for planning and collaboration and attend professional development opportunities. Our school offers students two after-school child care/enrichment options; the ASES program which is a free, grant-based after school care and the Student Care program which is parent-paid. Both programs offer time for homework and snacks. In coordination with both programs that we are able to offer math and reading intervention classes while students are still on campus in addition to extended day support instruction. Our school enjoys great parent participation at our event nights such as our Harvest Festival, movie nights, Open House, Family Welcome/Meet the Teacher, and Back to School Night. Our PTA has a small but creative and active group of parents that add to the richness of the PJS experience. As soon as you walk onto the Peter J. Shields campus, you can feel the inclusiveness of the staff and parent community. Students greet all teachers warmly and all of the staff adds to the welcoming atmosphere and positive culture of Peter J. Shields.

Stakeholder Engagement How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update? Involvement Process for the SPSA and Annual Review and Update Peter J Shields utilized a variety of outreach efforts for input and feedback on the development of the SPSA July 30, 2018 - Meeting with Academic Coach and Intervention Teacher Aug. 9, 2018 - Staff Welcome Back meeting Aug. 16, 2018 - Back to School Night Presentation Aug. 16, 2018 - Finger Printing night for volunteers Oct.-May - Regular morning receptions Site Council Meetings ELAC Meetings


School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Percent of Enrollment Number of Student Student Group

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

American Indian 0.8% % % 3

African American 12.1% % % 47

Asian 3.1% % % 12

Filipino 1.8% % % 7

Hispanic/Latino 23.8% % % 92

Pacific Islander 0.8% % % 3

White 48.8% % % 189

Multiple/No Response 7.8% % % 30

Total Enrollment 387

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

2015-16 2016-17 2017-18

Kindergarten 71

Grade 1 68

Grade 2 48

Grade3 71

Grade 4 68

Grade 5 61

Grade 6 0

Grade 7 0

Grade 8 0

Grade 9 0

Grade 10 0

Grade 11 0

Grade 12 0

Total Enrollment 387 Conclusions based on this data: 1. The total attendance at PJS has been consistent over the last several years with a population maximizing at just

under 400 students


2. PJS's enrollment has started the school year low and consistently grown throughout the year as PJS tends to become a school for "overflow" students from other campuses

3. While our majority population continues to be White, they are primarily from Eastern European countries which contributes to our high EL population.



Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Number of Students Percent of Students Student Group

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

English Learners 33.6%

Fluent English Proficient 20 5.2%

Reclassified Fluent English Proficient 9 7.1% Conclusions based on this data: 1. PJS is meeting the needs of our EL population as indicated by our reclassification rate (RFEP)

2. PJS has created an MTSS schedule where our EL students are receiving systematic instruction daily dedicated ELD instruction as well in "integrated" ELD.

3. PJS has develop a program to increase out EL populations English proficiency and vocabulary in the area of mathematics.



CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Students Tested Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 75 46 63 75 44 63 75 44 63 100 95.7 100

Grade 4 68 65 34 67 64 34 67 64 34 98.5 98.5 100

Grade 5 60 67 67 59 66 66 59 66 66 98.3 98.5 98.5

All Grades 203 178 164 201 174 163 201 174 163 99 97.8 99.4

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2376.9

2379.9

2379.3

5 6.82 11.11 17 20.45 20.63 37 22.73 23.81 40 50.00 44.44

Grade 4 2438.8

2442.0

2461.4

10 9.38 29.41 34 34.38 20.59 15 18.75 14.71 40 37.50 35.29

Grade 5 2467.0

2474.6

2482.5

5 12.12 15.15 34 30.30 28.79 22 25.76 30.30 39 31.82 25.76

All Grades N/A N/A N/A 7 9.77 16.56 28 29.31 23.93 25 22.41 24.54 40 38.51 34.97

Reading Demonstrating understanding of literary and non-fictional texts % Above Standard % At or Near Standard % Below Standard

Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 9 9.09 14.29 41 40.91 42.86 49 50.00 42.86

Grade 4 15 18.75 23.53 51 60.94 44.12 34 20.31 32.35

Grade 5 10 13.64 15.15 53 53.03 59.09 37 33.33 25.76

All Grades 11 14.37 16.56 48 52.87 49.69 41 32.76 33.74

Writing Producing clear and purposeful writing

% Above Standard % At or Near Standard % Below Standard Grade Level

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 0 9.09 9.52 55 40.91 36.51 45 50.00 53.97

Grade 4 16 9.38 11.76 54 57.81 61.76 30 32.81 26.47

Grade 5 15 22.73 22.73 41 46.97 43.94 44 30.30 33.33

All Grades 10 14.37 15.34 50 49.43 44.79 40 36.21 39.88


Listening Demonstrating effective communication skills


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 11 11.36 11.11 59 59.09 58.73 31 29.55 30.16

Grade 4 15 10.94 17.65 69 64.06 67.65 16 25.00 14.71

Grade 5 10 12.12 12.12 64 68.18 66.67 25 19.70 21.21

All Grades 12 11.49 12.88 64 64.37 63.80 24 24.14 23.31

Research/Inquiry Investigating, analyzing, and presenting information


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 5 11.36 12.70 55 43.18 52.38 40 45.45 34.92

Grade 4 7 10.94 32.35 55 60.94 35.29 37 28.13 32.35

Grade 5 22 19.70 21.21 47 45.45 53.03 31 34.85 25.76

All Grades 11 14.37 20.25 53 50.57 49.08 36 35.06 30.67 Conclusions based on this data: 1. Students progress, as measured by CAASPP as well internal measures, has incrteased from 2016-17 to 2017-18.

2. Professional development, focus on ELA and the PLC model, PJS has been able to improve students progression through the curriculum.

3. Overall, as students progress through their grade level trajectory, scores have improved with more students at, near or above standard than below standard. PJS is still struggling with how to move students to proficiency when they begin two to three grade levels below.



CAASPP Results Mathematics (All Students)

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Students Tested Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 75 46 63 75 44 63 75 44 63 100 95.7 100

Grade 4 68 65 34 67 64 34 67 64 34 98.5 98.5 100

Grade 5 60 67 67 59 66 67 59 66 67 98.3 98.5 100

All Grades 203 178 164 201 174 164 201 174 164 99 97.8 100

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2390.1

2381.4

2398.8

3 6.82 12.70 24 15.91 19.05 32 25.00 22.22 41 52.27 46.03

Grade 4 2435.8

2441.4

2445.1

4 4.69 5.88 21 28.13 26.47 37 35.94 35.29 37 31.25 32.35

Grade 5 2457.3

2460.7

2475.2

5 7.58 4.48 12 15.15 23.88 25 30.30 32.84 58 46.97 38.81

All Grades N/A N/A N/A 4 6.32 7.93 19 20.11 22.56 32 31.03 29.27 45 42.53 40.24

Concepts & Procedures Applying mathematical concepts and procedures


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 17 18.18 26.98 32 29.55 20.63 51 52.27 52.38

Grade 4 13 14.06 11.76 31 35.94 35.29 55 50.00 52.94

Grade 5 8 12.12 13.43 20 24.24 34.33 71 63.64 52.24 All Grades

13 14.37 18.29 28 29.89 29.27 58 55.75 52.44

Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 7 6.82 19.05 49 40.91 39.68 44 52.27 41.27

Grade 4 15 6.25 14.71 40 56.25 55.88 45 37.50 29.41

Grade 5 7 7.58 7.46 34 46.97 52.24 59 45.45 40.30

All Grades 9 6.90 13.41 42 48.85 48.17 49 44.25 38.41


Communicating Reasoning Demonstrating ability to support mathematical conclusions


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 7 11.36 19.05 56 43.18 42.86 37 45.45 38.10

Grade 4 6 17.19 11.76 55 37.50 50.00 39 45.31 38.24

Grade 5 7 6.06 8.96 39 50.00 55.22 54 43.94 35.82

All Grades 6 11.49 13.41 51 43.68 49.39 43 44.83 37.20 Conclusions based on this data: 1. Overall, students are performing lower in math compared to ELA.

2. A focus on ELA has hampered the same improvements for math.

3. PJS is implementing targeted mathematics interventions within the MTSS model to assist in improving math competency and skills.



CELDT Results Initial Assessment Results

Percent of Students by Proficiency Level on CELDT Initial Assessment

Advanced Early Advanced Intermediate Early Intermediate Beginning Grade 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Conclusions based on this data: 1.



CELDT Results Annual Assessment Results

Percent of Students by Proficiency Level on CELDT Annual Assessment


K *** *** ***

1 22 33 30 33 37 22 11 11

2 4 5 39 23 35 36 17 18 4 18

3 6 39 22 35 44 17 17 9 11

4 13 5 22 33 48 52 13 5 4 5

5 21 5 16 47 58 32 5 16

Total 7 4 27 31 41 40 19 15 6 9 Conclusions based on this data: 1. The data trends for CELDT at PJS are exciting. Students who are in the school's academic program throughout

their TK-5 trajectory demonstrate increases in CELDT proficiency and many of them are on track for reclassification before middle school. This is the goal of the school for all EL students who are English Learners. The majority of our students are scoring at the Intermediate level or above.

2. PJS is looking closely at the new results from ELPAC to determine how this new assessment measure affects or EL population

3. Targeting students for ELD based on ELPAC/CELDT results has proven to be an effective means of helping students progress towards English fluency as proven by our ability to close the achievement gap.



CELDT Results All Assessment Results

Percent of Students by Proficiency Level on CELDT All Assessments


K 6 29 13 35 16 29 71

1 19 31 32 23 32 15 16 31

2 4 4 39 19 35 30 17 15 4 33

3 5 42 20 33 40 17 15 8 20

4 12 5 20 33 48 52 12 5 8 5

5 21 5 16 47 58 32 5 16

Total 6 3 24 22 39 29 20 14 11 32 Conclusions based on this data: 1. 33% of our school population are second language students (2017-2018 school year.)

2. PJS continues to receive second language students entering each year a wider variety of countries and the number of languages spoken are increasing.

3. Based on CELDT results, our second language students need continued support instruction in reading, writing, and mathmatics.



ELPAC Results



Equity Report The Equity Report shows the performance levels for all students on the state indicators. It also shows the total number of student groups that received a performance level for each indicator and how many of those student groups are in the two lowest performance levels (Red/Orange). The total number of student groups may vary due to the number of grade levels included within each indicator.

Fall 2017 Equity Report

State Indicators All Students Performance Total Student Groups Student Groups in

Red/Orange

Chronic Absenteeism N/A N/A N/A

College/Career (9-12) N/A N/A N/A An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available. Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. According to the Dashboard, one of the strengths at PJS is the work we do with our EL population.

2. According to the Dashboard, the suspension rate at PJS is improving, but it is still high.

3. According to the Dashboard, mathematics is the area where PJS needs to improve the most.



Status and Change Report Chronic Absenteeism

The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Chronic Absenteeism Status and Change Report

State Indicators Student Performance

Number of Students Status Change

Chronic Absenteeism N/A N/A N/A N/A

2017-18 Chronic Absenteeism by Subgroup

Student Subgroup Cumulative Enrollment

Chronic Absenteeism Count

Chronic Absenteeism Rates

Conclusions based on this data: 1. PJS has an attendance rate of approximately 93.5 which is below the District's goal

2. Through increased 1x1 communication from the school, it is our hope that those students with chronic absenteeism will attend more regularly.

3. Working with our PBIS team, the staff at PJS is developing a system of rewards and incentives which will hopefully creates an environment that encourages students to attend more regularly.



Status and Change Report Suspension Rate


Fall 2017 Suspension Rate Status and Change Report



Suspension Rate

This report shows the performance levels for a single state indicator, Suspension Rate, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Suspension Rate Report

Student Group Student Performance


An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available. Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. The trend of suspensions at PJS is declining year to year over the last 3 years.

2. While our suspension rate decline represents a significant decrease as tracked on the the 5x5 grid, it is still rated as high and can be further reduced

3. Our implementation of PBIS strategies school-wide, exploring alternatives to suspension, as well as building positive relationships with our parent community have aided in this decrease.



Status and Change Report English Learner Progress

This report shows the performance levels for a single state indicator, English Learner Progress Indicator, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Learner Progress Status and Change Report



English Learner

This report shows the performance levels for English Learners on all state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Learner Progress Report

State Indicators Students Performance Status Change

Chronic Absenteeism N/A N/A N/A

College/Career (9-12) N/A N/A

An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available. Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. PJS is pride of the success we have had moving our students to become more fluent.

2. PJS EL students are performing better on ELA assessments but are struggling with the language rich mathematics program aligned to Common Core.

3. PJS is attempting to design classroom schedules that enable EL students to receive the ELD instruction they need to become fluent while ensuring that they miss little to no core curriculum instruction.



Status and Change Report English Language Arts (ELA)


Fall 2017 English Language Arts Status and Change Report



English Language Arts (3-8)

This report shows the performance levels for a single state indicator, English Language Arts Assessment, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Language Arts Report



Additional ELA Assessment Data for English Learners (EL) The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition, data for English Only students are provided for easy comparison.

Fall 2017 EL Additional Assessment Data

State Indicators Number of Students Status Change

EL - Reclassified Only

EL - English Learner Only

English Only

ELA California Alternate Assessment (CAA) Data The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.

Fall 2017 ELA California Alternate Assessment (CAA) Assessment Data

State Indicators Number of Students Level 1 Level 2 Level 3

English Language Arts (3-8) An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available. Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. Overall, PJS is showing steady growth in the area of ELA.

2. The sub group labeled "White" declined slightly, however this may be caused by our increase in EL from Eastern Europe that at ethnically White.


3. PJS is particularly pride of the growth how Hispanic and Socio-Eeconomically disadvantaged students made.



Status and Change Report Mathematics (Math)


Fall 2017 Mathematics Status and Change Report



Mathematics (3-8)

This report shows the performance levels for a single state indicator, Math Assessment, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Mathematics Report



Additional Math Assessment Data for English Learners The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition, data for English Only students are provided for easy comparison.

Fall 2017 Math Additional Assessment Data for English Learners

State Indicators Number of Students Status Change

EL - Reclassified Only

EL - English Learner Only

English Only

Math California Alternate Assessment (CAA) Data The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.

Fall 2017 Math California Alternate Assessment (CAA) Assessment Data

State Indicators Number of Students Level 1 Level 2 Level 3

Mathematics (3-8) An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available. Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. Mathematics continues to be an area where PJS is struggling to address the diverse needs of our students.

2. While an overall deficit, some sub-groups did show gains.


3. PJS staff is develping schedules and targeted intervention to address he diverse needs of students in the area of mathematics, particularly the recent growth of the language component.



Detailed Report Academic Performance

English Learner Progress Indicator (Grades K-12)

Student Group 2016 2017

English Learners

The percent of English Learners who made progress towards English proficiency.

College/Career Indicator

Student Group Prepared Approaching Prepared Not Prepared

Class of 2016

For the Fall 2017 Dashboard, the College/Career Indicator (CCI) is reported as Status only. Because it only contains one-year of data, both Change and a performance level (color) will not be calculated or reported. For more information about the CCI, please visit the California Department of Education Web resource page at http://www.cde.ca.gov/ta/ac/cm/.

Academic Indicators (Grades 3-8)

Indicator 2016 2017

English Language Arts

Mathematics

Assessment Performance Results for Grade 11

Indicator 2016 2017

English Language Arts

Mathematics An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available. Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. The gains in ELA is a result of the strong culture at PJS of doing whatever it takes to address a student needs, from

the staff's flexibly in scheduling to the welcoming approach teachers have about leveling students into their classrooms.

2. Students are not making adequate progress in math at PJS and the staff is addressing it with many strategies.

3. The growth of our EL students demonstrates that the intensive interventions with this group is showing results.

http://www.cde.ca.gov/ta/ac/cm/



Detailed Report School Conditions and Climate

Suspension

Indicator 2016 2017

Suspension () () Conclusions based on this data: 1. PJS has an amazing PBIS Team where we celebrate the successes of our students while creating a positive

atmosphere and a positive learning environment. We meet once a month to put in place activities, incentives, assemblies to create this environment.

2. PJS is a very clean school. We take pride in this cleanliness and if something is broke it is fixed immediately. Our custodial staff meets with the administration weekly and work closely together with teachers and staff.

3. PJS is in a process of developing several school beautification projects and scheduling morning receptions for parents.



Student Group Report This report shows the performance levels for all students and for each student group on the state indicators.

Student Group Performance for State Indicator

Student Group Chronic Absenteeism

Suspension Rate

English Learner

Progress Graduation

Rate English

Language Arts Mathematics College/ Career

All Students

English Learners

Foster Youth

Homeless

Socioeconomically Disadvantaged

Students with Disabilities

African American

American Indian

Asian

Filipino

Hispanic

Pacific Islander

Two or More Races

White An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available. Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. PJS is making strong growth in Language Arts in all subgroups.

2. PJS's EL students are performing well and being reclassified at a high rate.


3. PJS continues to struggle in the area of math.


Goals, Strategies, & Proposed Expenditures

Goal 1 Statement At Peter J. Shields, all students will receive instruction from a highly-qualified teacher and have access to grade level curriculum and standards.

Goal Description School Goal: Focus on high quality, standards-based instruction.

LCAP Goal All students will receive instruction from a highly-qualified teacher and have access to curriculum which promotes college and career readiness. (State Priority 1) 1.1 Maintain the appropriate assignment of fully credentialed teachers and provide new teacher support. 1.2 Maintain schools in good repair. 1.3 All students, including English Learners, must have access to curriculum that is aligned to the state standards.

Basis for this Goal Credential audit, Williams Act facilities audit, and Williams Act instructional materials audit

Expected Annual Measurable Outcomes

Metric/Indicator Baseline Expected Outcome

Credential audit PJS is currently at 100% Maintain 100%

Williams Act facilities audit PJS is currently at 100% Maintain 100%

Williams Act instructional materials audit

PJS is currently at 100% Maintain 100%

. Planned Strategies/Activities startcollapse

Strategy/Activity 1 Maintain a Title I Resource Teacher/Academic Coach as well as qualified substitutes for collaboration in order to close the achievement gap.

Students to be Served by this Strategy/Activity All students

Timeline 2018-19 School year


Person(s) Responsible Principal

Proposed Expenditures for this Strategy/Activity

Amount 19130

Source Title I

Budget Reference 1000-1999: Certificated Personnel Salaries

Description Title 1 specialist is hired to support disadvantaged students close the achievement gap through small group targeted instruction and classroom teacher support.

Amount 500

Source Title I


Description Teacher subs for staff collaboration and planning and PLC leadership meeting time for planning & collaboration Curriculum Dev and planning, academic support

Amount 5741

Source Title I

Budget Reference 3000-3999: Employee Benefits

Description Employee benefits

Strategy/Activity 2 Funding for needed supplies and materials for teachers to close the achievement gap

Students to be Served by this Strategy/Activity All Students

Timeline 2018-19 school year



Amount 1538

Source Title I

Budget Reference 4000-4999: Books And Supplies

Description Instructional supplies including supplies for technology and technology related needs to assist in closing the achievement gap

Strategy/Activity 3 Funding for conferences for staff to increase their capacity in order to close the achievement gap.






Amount 500

Source Title I

Budget Reference 5000-5999: Services And Other Operating Expenditures

Description Conference fees and expenses

Strategy/Activity 4 Purchase needed Software Licenses & Online Services to close the achievement gap

Students to be Served by this Strategy/Activity All Student




Amount 250

Source Title I

Budget Reference 5800: Professional/Consulting Services And Operating Expenditures

Description Software Licenses & Online Services

Strategy/Activity 5 Funding of the Special Friends Program


Timeline 2018-19 School Year

Person(s) Responsible


Princiapl Proposed Expenditures for this Strategy/Activity

Amount 1500

Source Title I

Budget Reference 5700-5799: Transfers Of Direct Costs

Description Provides funding for a trained para-professional to assist students in addressing their social/emotional needs.



Goal 2 Statement Family & Student Engagement (LCAP Goal 2)

Goal Description At Peter J. Shields Elementary, we will continue to increase parent and student engagement and provide a safe, healthy, and positive learning environment.

LCAP Goal Increase parent and student engagement and provide a safe, healthy, and positive learning environment. (State Priority 3, 5 and 6) 2.1 Increase student attendance rates and reduce chronic absences. 2.2 Increase the high school graduation rate and decrease the dropout rate for all students including historically under-performing sub groups. 2.3 Decrease 8th grade dropout rates. 2.4 Reduce student suspension, expulsion rates, and reduce bullying incidents. Increase school connectedness. 2.5 Increase family engagement and parent input and the utilization of volunteers. 2.6 Increase community partnerships that support student learning. 2.7 Increase the efficiency, timeliness and accessibility of district communications.

Basis for this Goal Attendance rates, suspension rates, parent surveys



Attendance Rates 93.4% 96%

Suspension Rates 5.8% 3%

Parent Surveys None to date End of year parent survey Planned Strategies/Activities startcollapse

Strategy/Activity 1 Title I Resource Teacher/Academic Coach and Teacher substitutes for collaboration






Amount 19130

Source Title I



Amount 500

Source Title I



Amount 5741

Source Title I


Description Employee Benefits

Strategy/Activity 2 Purchase supplemental instructional supplies to close achievement gap





Amount 1537

Source Title I





Students to be Served by this Strategy/Activity All Studnents




Amount 500

Source Title I








Amount 250

Source Title I



Strategy/Activity 5 Funding of the Special Friends Program






Amount 1500

Source Title I

Budget Reference 5700-5799: Transfers Of Direct Costs

Description Provides funding for a trained para-professional to assist students in addressing their social/emotional needs.



Goal 3 Statement Professional Learning to Support High Quality Instruction (LCAP Goal 3)

Goal Description Peter J. Elementary School provides staff with opportunities for professional learning to optimize classroom instruction and practices.

LCAP Goal Provide students with high quality classroom instruction and access to a broad course of study. (State Priority 2, 4 and 7) 3.1 Provide professional development in new adoptions and local curriculum. 3.2 Ensure all teachers/students have access to research-based EL instructional strategies to improve achievement. 3.3 Provide access to A-G, CTE, IB, AP and STEM courses.

Basis for this Goal Provide students with high quality classroom instruction and access to a broad course of study.



Professional Development All teachers have completed or are in process of completing District provide professional Development in new curriculum adoptions, follow up support and training in reading, math and science.

Maintain the current level of professional development baseline

EL instructional strategies Currently all PJS teachers are GLAD trained

Maintain the current level of professional development baseline

Access STEM Currently school has access to STEM materials and activities.

All teachers will have receive special training in STEM provide curriculum.

Planned Strategies/Activities startcollapse

Strategy/Activity 1 Title I Resource Teacher/Academic Coach and Teacher substitutes for collaboration






Amount 19129

Source Title I



Amount 500

Source Title I



Amount 5741

Source Title I


Description Employee Benefits






Amount 1537

Source Title I









Amount 500

Source Title I




Students to be Served by this Strategy/Activity All students




Amount 250

Source Title I





Goal 4 Statement At Peter J. Shields, student progress and educational outcomes will be monitored for success using assessment results.

Goal Description All students at PJS will improve scores based on multiple measures.

LCAP Goal Student progress and educational outcomes will be monitored for success using assessment results. (State Priority 4 and 8) 4.1 Ensure students are reading at grade level (1st, 3rd, 5th, 8th, and 11th grades). 4.2 Ensure students are meeting grade level standards in math (1st, 3rd, 5th, 8th, and 11th grades). 4.3 Ensure English Learners make yearly progress. 4.4 Ensure Special Education students make yearly progress. 4.5 Improve kindergarten readiness as measured by curriculum embedded assessment. 4.6 Increase the percentage of 9th grade students completing 60 units by using interventions and credit recovery.

Basis for this Goal Data used will include the CAASSP, iReady, ELPAC, ORP, SIPPS, and Adopted Curriculum Assessments which will be dis-aggregated by subgroup.



CAASPP Spring 2018 CAASPP All students will progress from their 2018 scores and our percentage of At or Above grade level will increase from the Spring 2018 scores.

i-Ready Diag 1 from Fall 2018 All students will increase I-Ready by at least one grade level in ELA/Math by the end of the school year.

ELPAC Spring and Fall 2018 ELPAC scores All EL students will be increase their English proficiency and/or be reclassified

ORP Fall 2018 ORP scores All students will increase ORP scores to meet leaves set by the District and Benchmark for their grade levels.

SIPPS Fall 2018 SIPPS assessment scores Students in SIPPS groups by the end of the year will test out of their placed SIPPS groups.

Adopted Curriculum Assessments (enVision Math and Benchmark)

Beginning Theme/topic tests Students will reach mastery in enVision Math and Benchmark assessments.

Planned Strategies/Activities


startcollapse

Strategy/Activity 1 1) Title I Resource Teacher/Academic Coach and Teacher substitutes for collaboration (LCAP1.1, 1.3, 2.1, 3.2, 4.1, 4.2, & 4.3)


Timeline 2018-2019



Amount 19129

Source Title I



Amount 500

Source Title I



Amount 5741

Source Title I


Description Employee benefit portion



Timeline 2018-2019

Person(s) Responsible


Principal Proposed Expenditures for this Strategy/Activity

Amount 1537

Source Title I





Timeline 2018-19



Amount 500

Source Title I




Students to be Served by this Strategy/Activity All Student

Timeline 2018-19



Amount 250

Source Title I



Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 1 School Goals: All students will achieve proficiency or better in Reading/ELA.

Annual Measurable Outcomes

Metric/Indicator Expected Outcomes Actual Outcomes startcollapse Strategies/Activities for Goal 1

Planned Actions/Services

Actual Actions/Services

Proposed Expenditures

Estimated Actual Expenditures

1) Writing instruction staff development through the collaborative work of the writing PLC. Implementation of new ELA adoption, Benchmark.

Began process but moved focus to other areas

Teacher subs for staff collaboration and planning and PLC leadership meeting time for planning & collaboration 1000-1999: Certificated Personnel Salaries Title I 750

Curriculum Dev and planning, academic support 1000-1999: Certificated Personnel Salaries Title I

3000-3999: Employee Benefits Title I

2) Reading & spelling proficiency

Completed - Staff time dedicated to this area

Common Core strategies and ELA Adoption training delivered during staff meeting time. 5000-5999: Services And Other Operating Expenditures Title I

Supplemental /supplies 4000-4999: Books And Supplies Title I 683

Supplemental bilingual instructional aides for direct student support 2000-2999: Classified Personnel Salaries Title I






3) Title I Resource Teacher/Academic Coach

Completed Title 1 Reading specialist is hired to support reading acquisition through small group targeted instruction and classroom teacher support. 1000-1999: Certificated Personnel Salaries Title I 20272

3000-3999: Employee Benefits Title I 6259

4) During RtI and UA instruction, teachers provide support as well as through the use of the Title I Resource Teacher, intervention teacher, instructional assistants, and Special Ed resource teacher.

Completed Instruction in ELA is supported through classroom teacher collaboration & any needed staff development 1000-1999: Certificated Personnel Salaries General Fund

5) Extended day interventions

Early/Late intervention were highly attended and successful based on growth data. Summer school was in place and moderately successful with new model. STARS/ASES was successful and well attended with waiting list

Summer School None Specified LCFF - Supplemental

Translation/Testing/Lead Teachers None Specified LCFF - Supplemental

Early/Late intervention None Specified

Before and after school, /ASES-STARS) 1000-1999: Certificated Personnel Salaries

6) Lead Teacher support for Staff Development

Completed Effective teaching strategies CCSS aligned None Specified Common Core

ELA Benchmark PD as needed 1000-1999: Certificated Personnel Salaries

7) ELA, Program Monitor, and Tech Coaches

Completed Support for access to effective insructional practices 1000-1999:






Certificated Personnel Salaries General Fund

8) Progress monitoring meetings

PLC model supported this and it was successful

teacher grade level collaboration meetings & trainings 1000-1999: Certificated Personnel Salaries None Specified

5000-5999: Services And Other Operating Expenditures

9) Professional development conferences

Moderately successful in number of conferences attend.

SCOE and/or other sources 5000-5999: Services And Other Operating Expenditures Title I 224

Postage 5900: Communications Title I 100

Technology Completed As needed to increase access to curriculum and interventions 4000-4999: Books And Supplies Title I 869

Postage (LCAP 2.6 & 2.7) Completed Improve school-home communication 5900: Communications 300

11) Offer more intervention programs

Not as many other interventions were offered due to staff availability.

Provide additional programs and support to LTELS and high need students Provide additional interventions and services during the school year as student academic needs are determined 1000-1999: Certificated Personnel Salaries LCFF - Supplemental

3000-3999: Employee Benefits LCFF - Supplemental

12) Supplemental supplies:

Completed Allows data to be represented in clear and






delineated style to better determine how and what intervention to provide as well as grouping. 4000-4999: Books And Supplies Title I 269

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. We completed the majority of what we set out to do, but due to increasing and changing demands, some items fell short.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Those strategies implemented were greatly successful.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. We will become more laser focused on few tasks and strategies.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 2 District Goal 1: Student achievement and Success School Goals: High quality direct instruction in ELD and SDAIE Increase English Learner student achievement on CELDT by providing ELD and language support, and moving our Intermediate students to Early Advanced, and our Early Advanced to Advanced. Ensure all teachers that administer the CELDT test receive appropriate training. Complete the training of 1st and 2nd grade in GLAD training. Use PLC to determine appropriate groupings and interventions for students based on data







1) BIA to support student needs in the classroom and support parent engagement, translations, and parent conferences. Monthly program evaluation and collaboration. (LCAP 1.3, 4.3)

Completed Supplemental instructional aides for direct student/parental support 2000-2999: Classified Personnel Salaries LCFF - Supplemental 2161

Program monitoring & collaboration 1000-1999: Certificated Personnel Salaries LCFF - Supplemental 11405

3000-3999: Employee Benefits LCFF - Supplemental 5514

Supplemental instructional aides for direct student/parental support 1000-1999: Certificated Personnel Salaries Title I 750


2) Title I Resource Teacher & intervention teacher planning and implementing effective

Completed Title 1 Reading specialist is hired to support reading and math acquisition through






intervention strategies. (LCAP 1.1)

small group targeted instruction and classroom teacher support 1000-1999: Certificated Personnel Salaries Title I 15138


3) Offer extended day intervention programs (LCAP4.1, 4.2)

Completed to a limited level.

Provide additional programs and support to ELL and high need students Provide additional interventions and services during the school year as student academic needs are determined 1000-1999: Certificated Personnel Salaries LCFF - Supplemental 15860


4) Use of supplemental curriculum to support instruction & language acquisition (LCAP 3.2)

Completed to a limited level.

Improve fluency and literacy skills 4000-4999: Books And Supplies Title I 683

5) Extended day interventions (LCAP 4.1, 4.2, 4.3)

Completed to a high level for Early/Late but not for after school.

None Specified LCFF - Supplemental


6) Parent outreach and school communication Latino Family Literacy Project (LCAP 2.5 & 2.6)

Completed except for Latino Family Literacy Project

Parent Coordinator 2000-2999: Classified Personnel Salaries LCFF - Supplemental 2558







7) Postage (LCAP 2.6 & 2.7)

Completed Improve school-home communication 5900: Communications Title I 300

Conference Completed to a limited basis

Conferences 5000-5999: Services And Other Operating Expenditures Title I 224


Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. Overall, PJS was successful in the implementation of most strategies/activities.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Those strategies/activities that were implemented with fidelity proved to be successful.


Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. Our EL student show great growth in their fluency. This is attributed to the work done in this area.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 3 District Goal 1: Student Achievement and Success School Goal (s): All students will achieve proficiency or better in mathematics.







1) Title I Resource Teacher/Academic Coach (LCAP 1.1, 3.2, 4.1, & 4.2)

Completed Title 1 specialist is hired to support math acquisition through small group targeted instruction and classroom teacher support. 1000-1999: Certificated Personnel Salaries Title I 20272


Intervention teacher - Provide additional programs and support to ELs and high need students Provide additional interventions and services during the school year as student academic needs are determined 1000-1999: Certificated Personnel Salaries LCFF - Supplemental

2) Instructional strategies through staff development to align with Common Core State Standards, conferences

Completed Conference registrations/Other services 5000-5999: Services And Other Operating Expenditures Title I 224






3) Extended day interventions

Completed to a limited level

Summer School None Specified LCFF - Supplemental


Early/Late intervention None Specified None Specified

4) Release time for planning

Completed to a limited level

Teacher subs for staff collaboration and planning and PLC leadership meeting time for planning, collaboration, and ECBN 1000-1999: Certificated Personnel Salaries Title I 750

Extra time for Curriculum development and planning 1000-1999: Certificated Personnel Salaries Title I


5) Supplies for intervention math instruction

Completed Supplemental Instruction supplies for math intervention 4000-4999: Books And Supplies Title I 683

Postage (LCAP 2.6 & 2.7) Completed Parent engagement 5900: Communications Title I 300


Supplemental supplies: Completed Color printer to facilitate data analysis, reporting for student intervention plan development, and progress monitoring.






4000-4999: Books And Supplies Title I

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. We completed the majority of what we set out to do, but due to increasing and changing demands, some items fell short.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. The strategies/activities that we impliment fell short of helping students reach their potential in the area math.


Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. For the 2018-19 school year, PJS will have a more focused, dedicated systematic approach to addressing the lower than acceptable math scores.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 4 District Goal: 1. Student achievement and success School Goal: All students in the subgroup of Low Income, English Learner, Foster Youth, and Students with Disabilities, will achieve proficiency or better in Reading/Language Arts and Math. 1. All students will receive regular progress monitoring and responses to failure to progress will include RTI collaborations, SST, and interventions to ensure yearly progress. 2. English Learners will receive structured and systematic ELD instruction. 3. Provide ongoing professional development to implement state standards including ELD. 4. Train all teachers and administrators in EL strategies, ELD, and CELDT administration. 5. Increase family engagement and parent input. 6. Improve kindergarten and fifth grade progress toward meeting standards and higher proficiency levels. 7. Improve English Language Arts for students consistently performing at tier III level.







1) Title I Resource Teacher/Academic Coach (LCAP1.1, 1.3, 2.1, 3.2, 4.1, 4.2, & 4.3)

Completed Title 1 specialist is hired to support disadvantaged students close the achievement gap through small group targeted instruction and classroom teacher support. 1000-1999: Certificated Personnel Salaries Title I 20000

Supplemental instructional aides for direct student/parental support 1000-1999: Certificated Personnel Salaries Title I 750


Purchase Supplemental instructional supplies to close achievement gap

Completed Instructional supplies 4000-4999: Books And Supplies Title I 414

Computer supplies (headphones, etc) 4000-4999: Books And Supplies Title I 269






BIA to support student needs in the classroom and support parent engagement, translations, and parent conferences. Monthly program evaluation and collaboration Latino Family LIteracy Project

Completed Instructional Aides for direct student support and intervention 2000-2999: Classified Personnel Salaries LCFF - Supplemental

Program Monitoring & collaboration 1000-1999: Certificated Personnel Salaries LCFF - Supplemental

3000-3999: Employee Benefits LCFF - Supplemental

Parent outreach and school communication After school Instructional support

Completed to a large degree

Parent Coordinator 2000-2999: Classified Personnel Salaries LCFF - Supplemental 5695


Postage 5000-5999: Services And Other Operating Expenditures Title I 100

Provide students in low income subgroup equal access to experiential learning opportunities with extra curricular activities

Completed to a large degree

Student scholarships for instructional activities 5700-5799: Transfers Of Direct Costs LCFF - Supplemental 4502

Purchase of additional Chrome books to ensure equal access of computer-based support programs

Completed Chrome books to be accessed in the classrooms and during intervention programs 4000-4999: Books And Supplies School Wide Program (SWP)

Offer more intervention programs

not completed due to personnel resources.

Provide additional interventions and services during the school year as student academic needs are determined 1000-1999: Certificated






Personnel Salaries LCFF - Supplemental 15860


conferences Complete to a limited degree

Conferences 5000-5999: Services And Other Operating Expenditures Title I 224


Postage (LCAP 2.6 & 2.7) Completed Improve school-home communication 5900: Communications Title I 300

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. We completed the majority of what we set out to do, but due to increasing and changing demands, some items fell short 9particularly in after school interventions)

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Those strategies implemented were greatly successful.


Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. PJS will hold a greater number of parent meetings, receptions, etc.


Budget Summary and Consolidation

The Budget Summary is required for schools funded through the ConApp. The Consolidation of Funds is required for a school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program. Budget Summary

Description Amount

Total Funds Provided to the School Through the Consolidated Application

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA

Allocations by Funding Source startcollapse

Funding Source Amount Balance

Title I 113631 0.00

LCFF - Supplemental


Expenditures by Funding Source startcollapse

Funding Source Amount

Title I 113,631.00


Expenditures by Budget Reference startcollapse

Budget Reference Amount

1000-1999: Certificated Personnel Salaries 78,518.00

3000-3999: Employee Benefits 22,964.00

4000-4999: Books And Supplies 6,149.00


2,000.00

5700-5799: Transfers Of Direct Costs 3,000.00

5800: Professional/Consulting Services And Operating Expenditures

1,000.00


Expenditures by Budget Reference and Funding Source startcollapse

Budget Reference Funding Source Amount

1000-1999: Certificated Personnel Salaries

Title I 78,518.00

3000-3999: Employee Benefits Title I 22,964.00

4000-4999: Books And Supplies Title I 6,149.00


Title I 2,000.00

5700-5799: Transfers Of Direct Costs Title I 3,000.00

5800: Professional/Consulting Services And Operating Expenditures

Title I 1,000.00


Expenditures by Goal startcollapse

Goal Number Amount

Goal 1 29,159.00

Goal 2 29,158.00

Goal 3 27,657.00

Goal 4 27,657.00


School Site Council Membership California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows: 1 School Principal 3 Classroom Teachers

0 Other School Staff

4 Parent or Community Members startcollapse

Name of Members Role

Ted Bosque X Principal

LIz Leeper X Classroom Teacher

Alex Earp X Classroom Teacher

Lori Alexander-Moore X Classroom Teacher

Eunice Reyes X Other School Staff

James France III X Parent or Community Member

Miladys Santos X Parent or Community Member

Karris Scott X Parent or Community Member

Tonnette Wise X Parent or Community Member

Malcolm McKernan X Parent or Community Member

Open X Parent or Community Member

Open X Other School Staff At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.


English Learner Advisory Committee (ELAC) A committee comprised of parents, staff, and community members specifically designated to advise school officials on English Learner program services. Education Code Section 35147 (c), 52176 (b), and (c), 62002.5, and 64001 (a). The current make-up of the ELAC is as follows: startcollapse

Name of ELACMembers Role

Ted Bosque X Principal

Michelle Neeley X Classroom Teacher Parents of English learners must comprise the same percentage of the ELAC membership as English learners constitute of the school’s total student population. Example, if 25% of the students in a school are English learners, then parent/guardians of English learners must comprise 25% of the ELAC membership. Other members can be parent/guardians, school staff, and/or community members as long as the minimum percentage requirement for EL parents is maintained. Each California public school, grades kindergarten through 12, with 21 or more English learners must form an ELAC. 1. The ELAC shall be responsible for advising the principal and staff on programs and services for English learners and

the School Site Council on the development of the School Plan for Student Achievement (SPSA) 2. The ELAC shall assist the school in the development of:

a. The school’s needs assessment. b. The school’s annual language census. c. Ways to make parents aware of the importance of regular school attendance.


Recommendations and Assurances The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: The SSC is correctly constituted and was formed in accordance with district governing board policy and state law. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the School Plan for Student Achievement (SPSA) requiring board approval. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan:

Signature Committee or Advisory Group Name

X English Learner Advisory Committee

Other: SSC-Teacher Leadership Team (PLC) SPSA input for vision and missions, jointly designed actions for the goals.

The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. This SPSA was adopted by the SSC at a public meeting on 09-24-2017. Attested:

Principal, Ted Bosque on Sept. 24, 2018

SSC Chairperson, Liz Leeper on Sept. 24, 2018

School Plan for Student Achievement (SPSA) …...Grade 5 10 13.64 15.15 53 53.03 59.09 37 33.33...

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Transcript of School Plan for Student Achievement (SPSA) …...Grade 5 10 13.64 15.15 53 53.03 59.09 37 33.33...